Maths Arcade: stretching and supporting mathematical

Transcription

Mathematical Sciences HE Curriculum Innovation Project
Maths Arcade:
stretching and supporting
mathematical thinking
Edited by Noel-Ann Bradshaw and Peter Rowlett
Maths Arcade:
stretching and supporting
mathematical thinking
Edited by Noel-Ann Bradshaw and Peter Rowlett
University of Greenwich and MSOR
July 2012
Maths Arcade: stretching and supporting mathematical thinking
“The link between maths and board games is probably more that the games can give you insights
into the mathematics, rather than maths giving you insight into games. I mean, the maths does
give you some insight into games but it’s almost the other way round. By playing various games
and analysing them mathematically you actually get more understanding of the maths. So you
can learn a lot about logic just by analysing the whole structure of what is a strategy, for example,
let alone what is a good strategy.”
Professor Ian Stewart FRS, interviewed on Math/Maths Podcast, www.pulse-project.org,
18 June 2012 (22:20).
Contents
Contents
Introduction
7
University of Greenwich – the original ‘Maths Arcade’
11
University of Manchester ‘Maths Arcade’
– Including postgraduates, outreach and iPad apps
15
University of Salford ‘Maths Arcade’ – As a project activity
17
Sheffield Hallam University ‘Maths Arcade’
– Feedback on a trial and plans to include in peer assisted learning
19
Photos of the Maths Arcades in action
20
University of Leicester ‘Maths Arcade’
– Student maths society involvement and plans for a competition
23
University of Bath ‘MASH Café’
– Cross-disciplinary peer support and problem solving
25
University of Nottingham ‘Puzzled’ sessions
– Enhancing drop-in support, open days and community outreach
27
Keele University ‘Maths Arcade’
– Plan of action for Mathematics Society involvement
29
Maths Arcade start-up guide
31
Appendix – List of games, puzzles and other resources
35
Introduction
Introduction
The Maths Arcade is an innovative activity which aims to simultaneously support struggling
learners, stretch more confident learners and encourage the development of a staff-student
mathematical community.
This booklet contains details of the original Maths Arcade at Greenwich, established in 2010/11,
including some discussion of the advantages of running an Arcade. Case studies from seven
other Maths Arcades established in 2011/12 are presented: Manchester; Salford; Sheffield
Hallam; Leicester; Bath; Nottingham; and, Keele. Authors were asked to focus on where their
Maths Arcade differs from the others, in order that a range of approaches are presented.
Also provided are some notes from the experience of setting up the original Maths Arcade at
Greenwich in the form of a ‘start-up guide’ which raises some questions you may like to think
about when setting up your own Arcade, and a list of games and other resources used.
The core aims for a Maths Arcade are:
a)to help support struggling learners;
b)to stretch more confident learners; and,
c)to encourage staff and student interaction in a social and mathematical context.
In general, these aims are achieved through a drop in session where a wide variety of strategy
games and puzzles are available for students to play with each other and with staff. Staff
members present are also able to offer tutorial support. The Maths Arcade can be used as a
place for peer mentors to meet their mentees, if such a scheme exists. Games and puzzles
might be simply played, to develop a mathematical-themed social environment, or strategies
and modifications to the rules might be analysed, to develop students’ mathematical thinking.
Beyond this, each Maths Arcade has a slightly different implementation adapted to suit local
circumstances and most have included additional aims and objectives in addition to the core
set. Some examples are given below; further details are in the case studies.
Competitions: The case studies from Greenwich, Leicester and Sheffield Hallam all discuss
the use of competitions around the Maths Arcade. Greenwich used a weekly puzzle as part of
a termly competition. Leicester plans to run a games event where groups of students compete
against each other in playing the Maths Arcade games. Sheffield Hallam used the Arcade to
launch a speed Rubik’s Cube competition.
Use in curriculum activities: The games, and particularly their analysis, could be used
to develop project activities in an appropriate module on game theory, OR or computer
programming. The case study from Salford describes the analysis of games as part of a formal
student project.
Cross-disciplinary activities: The case studies at Bath, Greenwich and Nottingham used
the Maths Arcade to develop activities with other disciplines. At Bath this was a shared, crossdisciplinary session encouraging students from different disciplines to collaborate on analysing
the games and develop cross-discipline peer support groups. Greenwich and Nottingham
worked to encourage schools of engineering to run their own Maths Arcade sessions.
The original Maths Arcade was set up by Noel-Ann Bradshaw at the University of Greenwich
in September 2010. This was funded initially by a University grant for innovative teaching
and later by the Maths, Stats and OR (MSOR) Network. As a result of dissemination of the
Greenwich Maths Arcade via events at Greenwich [1], Birmingham [2] and Exeter [3], other
Arcades have been started elsewhere with and without support from the MSOR Network.
In 2011/12 the MSOR Network started a coordination project to provide a focus for training
and collaboration between Maths Arcades and to produce this booklet giving case studies of
different implementations.
The Maths Arcades at Salford, Sheffield Hallam, Leicester and Keele had their games and puzzles
(but no funding for, for example, staff time) provided by the MSOR Network. The Maths Arcades
at Greenwich and Manchester received support from their own universities, augmented with
partial support from the MSOR Network. The MASH Café at Bath was supported by the National
HE STEM Programme South West Spoke, augmented with partial support from the MSOR
Network. The Maths Arcade at Nottingham was wholly financed by an internal university grant. All
eight Maths Arcades benefitted from meetings, training and coordination provided by the MSOR
Network. The MSOR Network support for the Maths Arcade was provided as part of the National
HE STEM Programme.
The concept of the Maths Arcade has also been rolled out to some schools and nonmathematics faculties such as business and engineering (more details can be found in this
booklet and other publications [4] [5] [6]).
This guide presents ideas for different ways that universities have implemented the Maths
Arcade concept. This is a concept which does a lot of good simultaneously and is fairly
adaptable to different needs. It is not expensive to set up. A page supporting the Maths Arcade
user community will be maintained on the Institute of Mathematics and its Applications website
via www.ima.org.uk/viewItem.cfm?cit_id=384191. We hope that this community will continue to
grow as others are inspired by this booklet to try their own Maths Arcade activities. If you do so,
please get in touch ([email protected]) to connect to the wider community.
Noel-Ann Bradshaw and Peter Rowlett, June 2012
Introduction
Events
1.Bradshaw, N., 2011. The University of Greenwich Maths Café. Developing mathematical thinking
through problems, puzzles and games, MSOR Network, University of Greenwich, 1 July.
2.Bradshaw, N., 2011. The University of Greenwich Maths Arcade. Ideas Exchange: HE
Mathematics Curriculum Innovation, MSOR Network, University of Birmingham, 9 July.
3.Bradshaw, N., 2011. The University of Greenwich Maths Café: a tool for supporting and
challenging learners and aiding retention. Transition, Induction and Peer-Assisted Learning
seminar, National HE STEM Programme South West Spoke, University of Exeter, 7 June.
Publications
4.Bradshaw, N., 2011. The University of Greenwich Maths Arcade. MSOR Connections, 11(3),
pp. 26-29.
5.Bradshaw, N. and Lakin, S., 2012. The Greenwich Maths Arcade: A Tool For Nurturing
The Inquiring Mind. Compass: The Journal of Learning and Teaching at the University of
Greenwich, 5, pp. 5-9.
6.Bradshaw, N., 2012. Building on the Maths Arcade: supporting mathematics learning. In: C.
Robinson (ed.). Student-centred Approaches in Mathematics. MSOR Network, pp. 13-16.
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University of Greenwich
– the original ‘Maths Arcade’
Noel-Ann Bradshaw
Stretch and Support
The Greenwich Maths Arcade was a project devised to stretch our most able students and those
who have more prior mathematical knowledge, whilst at the same time support those with weaker
backgrounds or who take a little longer to grasp necessary mathematical concepts.
The objectives included providing a weekly drop-in session where students could play various
strategy board games and puzzles designed to hone and develop strategic thinking, alongside
providing a safe place for them to obtain help on tutorial work. Having read the book on
Mathematical Thinking by John Mason et al. [1] for a review in MSOR Connections [2], I was
aware that the ability to strategize does not always come easily to our students. Interestingly,
and perhaps unexpectedly given the nature of the subject, the 2011 National Student Survey
showed that mathematics students do not consider themselves to be confident in dealing with
unfamiliar problems ([3], p. 28). Problem solving is one of the key employability attributes that
we tell our students they will develop on a maths degree, so anything that can be done to aid
and increase this is well worth doing.
The project began in September 2010 funded by a University of Greenwich grant for innovative
teaching practice. Having researched a number of strategy games and puzzles a wide-ranging
selection was assembled and leaflets were produced to advertise the ‘Maths Arcade’. An initial
lecture on ‘How to Think Mathematically’ grabbed the attention of new first year students and
helped to draw the first students in. Attendance over two terms was fairly constant with about
25-30 attending each week. This included a core group of about 15 who came most weeks,
with others coming less regularly on different occasions.
Which Games?
The intention was not to start another ‘chess club’ but rather to increase interaction between
students and to get them talking about the games and the strategies involved rather than
just enjoying playing competitively. There are a number of quite unusual board games on the
market. One of the students’ favourites so far is ‘Quarto’ which contains playing pieces with
four different attributes:
• size – tall and short;
• colour – light and dark;
• fill – hollow and solid;
• shape – round and square.
The aim is to be the player to complete a row of four containing the same attribute; for example,
four tall pieces regardless of colour, fill or shape, or four round pieces regardless of size, colour
or fill. What makes this game more interesting is that you do not choose which piece to play but
your opponent chooses your piece for you. So a winning strategy might be to try to engineer
a situation where your opponent is only left with pieces that give you a win. This is easier said
than done as it is hard to keep track of all the different possibilities that might produce a win.
No two games are the same and there are numerous ways that the students can investigate
winning strategies. A list of games used is included in the appendix to this booklet.
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Benefits to students
The benefits to students were more varied than had been anticipated. The weekly puzzle and
board games stretched the most able but also provided new students who did not initially
know each other with an occasion to socialise and mingle with their peers in an unthreatening
situation. Maths students are often socially shy and this gave them an opportunity to form
friendships in a safe environment. Related to this, a recent report suggested that the Maths
Arcade could offer a structured social element well suited to students with autistic spectrum
disorders (ASD) including Asperger syndrome as it “builds naturally on shared interests and
enthusiasms for exploring mathematics and problem solving” ([4], pp. 33-34).
Students particularly liked the opportunity to spend time and play these games with staff
outside the classroom environment and beat them! A recent summary of evidence from the
HEA reported that “interacting with staff has been shown to have a powerful impact on learning,
especially when it takes place outside of the classroom and responds to individual student
needs” ([5], p. 8).
Many students also made use of the tutorial help that was offered at the same time. They
appreciated the fact that a number of members of staff were on hand to answer student
queries and set them in the right direction. Those who made use of this were often the students
who would not have visited something branded as a ‘help session’ because they do not like
to acknowledge, even to themselves, that they are having difficulties with the material. Staff
benefitted from being able to get to know a number of students in a relaxed and informal setting.
Student Feedback
As part of their Personal Development Planning, first year students were asked to write about
a maths event in which they had participated and this could include the Maths Arcade. About
two thirds of the cohort chose to comment on this. The only negative comments received were
that one hour was not enough and it might be better after lectures rather than before. Positive
comments included:
“I like to go to the Maths Arcade because all of my tutors attend it”
“The people who were once strangers to me when I first started [attending the Maths Arcade]
are now some of my closest friends.”
“I felt somewhat dubious about the word ‘enjoyable’ being used but I’m glad to say I was
quickly proved wrong.”
“[It is] a really good way to meet people and get to know the lecturers in a more
informal environment.”
“Attending Maths Arcade has been a major help for me this year and a huge factor in me
having such successful and enjoyable studies.”
Evaluation
The Maths Arcade has been particularly successful in attracting a large cross-section of
maths students. Other extra-curricular activities such as the Maths Society have tended to
interest a particular type of student whereas this appealed to students of all backgrounds and
mathematical ability. The most rewarding aspect of the Maths Arcade is that our retention and
progression rates, though always being good, were noticeably higher in 2011 despite having
doubled our intake of first year students. This is something that was appreciated both by
department and University senior management. Of course there are many other contributing
factors but it is believed that the Maths Arcade played a substantial part in this.
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Expansion
During the 2010/11 academic year the Maths Arcade obtained support from the MSOR
Network as part of the National HE STEM Programme to extend and increase the provision in
2011/12. This has allowed us to run staff training sessions, purchase more games and extend
our opening times to three hours per week instead of just one. This support has also enabled
us to share our positive experiences with the University’s School of Engineering.
During the first year the focus of the Maths Arcade was on social interaction. One extension
that is being made this year is to encourage the students more explicitly to analyse these
games mathematically. They could work out whether the person who moves first is more likely
to win, examine how to force a winning position, see what happens when the rules are modified
slightly, and even design their own strategy games. We also have some excellent computer
programmers attending these sessions who are being encouraged to program these games.
The concept of the Maths Arcade has also been taken up by other departments. Currently two
departments in the Business School and one in Engineering at Greenwich have started their
own Maths Arcades. Schools have also expressed an interest. The University of Greenwich now
has a team of STEM ambassadors who take the games and puzzles into schools to promote
the ideas behind strategic thinking.
Conclusions
This idea came about because of a perceived need to simultaneously stretch and support
maths students. It involved taking a risk and trying something new and untested. Over the last
two years we have adapted our provision in regard to student feedback and have had to make
changes due to University and other constraints. This project has succeeded in ways that had
not been foreseen and appears to have made a real difference to student engagement retention
and achievement which demonstrates the value of trying speculative ideas. I would encourage
you to try a new idea. It may not work but on the other hand it might and could benefit students
and staff in many institutions.
References
1. Mason, J., Burton, L. and Stacey, K., 2010. Thinking Mathematically. Second Edition. Pearson.
2. Bradshaw, N., 2010. Book Review: Thinking Mathematically. MSOR Connections, 10(3),
pp. 49-50.
3. Hewson, P., 2011. Preliminary Analysis of the National Student Survey. MSOR Connections,
11(1), pp. 25-28.
4. Martin, N. and Cliffe, E., 2011. Assisting mathematics students who have Asperger
syndrome. In: E. Cliffe and P. Rowlett, Good Practice on Inclusive Curricula in the
Mathematical Sciences, MSOR Network, pp. 31-36.
5. Trowler, V. and Trowler, P., 2010. Student Engagement Evidence Summary.
Higher Education Academy.
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University of Manchester ‘Maths Arcade’ – Including postgraduates, outreach and iPad apps
University of Manchester ‘Maths Arcade’ –
Including postgraduates, outreach and iPad apps
Louise Walker
After reading about the Maths Arcade developed at the University of Greenwich in MSOR
Connections [1], I was keen to pilot a similar scheme in the School of Mathematics at the
University of Manchester. As well as developing students’ strategy and problem solving skills
the main aim of our Maths Arcade was to create a space where maths undergraduates,
postgraduates and staff could meet informally to share mathematical ideas. We are lucky to
have plenty of common space in our School but the undergraduate and postgraduate/staff
common rooms are on separate floors. This means that postgraduates and staff have plenty
of opportunity to mix socially but for most undergraduates, their main contact with staff and
postgraduates is during formal classes.
The School was supportive of the idea of a Maths Arcade and so we bought some of the
games and puzzles recommended in the MSOR Connections article and some iPads from
our School budget and launched the Maths Arcade in March 2012. The idea was to pilot the
scheme until the end of the academic year to get ideas for activities and find out what extra
resources to buy for a proper launch at the start of the following academic year. The Arcade
took place in a large classroom and we provided drinks and biscuits. Although the attendance
has been quite low (about 20 people), there was a good mix of undergraduates from all four
years, postgraduates and staff, and feedback from students attending the Maths Arcade has
been positive. Some people came for the games and puzzles, while others wanted to talk about
different areas of maths. We had some interesting discussions on topics ranging from second
order logic to the integration of graduate skills into our undergraduate programmes!
Several of the students who attended the Maths Arcade are currently working with local schools
and colleges as Maths Ambassadors. We were lucky to have one of the Maths Busking team [2],
Katie Steckles, attend some of the sessions to share ideas and activities with the ambassadors.
The students used the iPads to look up mathematical terms and we shared some interesting
YouTube videos including one of a robot solving a Rubik’s cube and an explanation of how to turn
a sphere inside out. We’ve looked at iPad apps suitable for the Maths Arcade. These included:
• Trainyard;
• Kokono;
• Rush Hour;
• iHanoi;
• Solitaire Chess;
• Magic Cube;
• Torus Games.
We plan to relaunch the Maths Arcade at the start of the next academic year with a special
session in Induction Week for our new students together with their peer mentors. As well as the
games and iPad apps we intend to have a weekly maths puzzle and create a bank of resources
that can be used in our outreach activities.
References
1. Bradshaw, N., 2011. The University of Greenwich Maths Arcade. MSOR Connections,
11(3), pp. 26-29.
2. Maths Busking. Available via: http://mathsbusking.com/ [last accessed June 2012].
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University of Salford ‘Maths Arcade’ – As a project activity
University of Salford ‘Maths Arcade’
– As a project activity
Edmund Chadwick
We started running the Maths Arcade at Salford in November 2011. This is run in a weekly
session from 12-2 on a Wednesday which provides students with a social outlet and a focus
for the discussion of mathematics puzzles of all descriptions. This also provides a convenient
backdrop to any maths open days that happen to fall on a Wednesday afternoon.
In addition, the puzzles and games have been incorporated into a second year mathematics
module that aims to develop problem-solving skills. Students study the various games and
puzzles, in particular by playing the games against other students, and the discussion of the
games themselves leads to understanding of the strategies required to play effectively.
The module assessment requires the completion of a report and also includes marks originating
from their in-class involvement assessed by the module coordinator at weekly meetings. To
complete the report, students focus on particular games or puzzles of interest to them, describe
the rules, positions, moves, tactics and strategies for either a solution or for playing well. The
students have the choice to either undertake this individually or in teams of their choosing. The
teams that form generally reflect the groups that naturally arise when playing and discussing
games during the classes.
One important aspect of this work is to start moving away from a linguistic description towards
a mathematical description. So, one of the key elements in the report is the development of a
mathematical notation that allows a full description of the game or puzzle. Students must also
demonstrate an attempt at mathematical modelling using the notation in order to develop a
solution or a strategy for playing the game well.
Student feedback for this activity was very positive. The majority reported enjoying the module
to a higher degree than other modules, and the reports are of a standard noticeably higher than
their other assessments. Given how well it trialled, the intention is to deliver this assessment
permanently within this problem-solving module.
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18
Sheffield Hallam University ‘Maths Arcade’ – Feedback on a trial and plans to include in peer assisted learning
Sheffield Hallam University ‘Maths Arcade’ –
Feedback on a trial and plans to
include in peer assisted learning
Claire Cornock and Erik Baxter
A four week trial of the Maths Arcade was held just before the Easter vacation by a group of
five staff at Sheffield Hallam. The Maths Arcade was advertised to the students via email and
mentioned in tutorials. Opinions of the Maths Arcade were sought from all students; feedback
was received from five out of the nine students who had attended during the trial and from
21 who didn’t. The students who did attend described the atmosphere as “fun”, “chilled” and
“enjoyable”. They all liked the games and wanted to attend again. Despite the low numbers,
there has been a great reaction generally from the students about the Maths Arcade. Based
on the feedback from those who didn’t attend the trial the low numbers were because of
workloads (48%) and timetabling (43%), with specific comments including:
•“If I wasn’t busy, and in year 1 or 2, I probably would have come along as it does sound
interesting and fun!”;
•“It is on a Wednesday which is a day when we are off uni.”
Of the students who didn’t attend, 38% were interested in attending in the future and 38%
are undecided.
As requested by the first year students we held a Rubik’s cube championship. Students from
different year groups took part in the competition, which attracted a supportive audience of
students and staff. Our champion was incredibly quick, completing the cube in roughly 40
seconds in each round.
As part of the BSc Mathematics programme the first year students take part in a peer assisted
learning (PAL) scheme which involves working on a group project with leadership from a final
year student (PAL leader). The Maths Arcade will be brought to the PAL introductory session
during induction week. This is the session when the first year students meet their PAL leader
and the staff member allocated to oversee the process. The PAL leaders and staff will be
introduced to some of the games before this session and will be encouraged to use the
games as ice breakers. Subsequent Maths Arcade sessions will be optional and will be at
a time convenient for the first year students, but ideally at a time when students from other
year groups are also available. Having a session in which the Maths Arcade is introduced will
hopefully reduce the number of students who don’t think it sounds interesting (currently 19%).
Other future plans include providing details of sessions on printed timetables, advertising the
maths help side of the sessions (43% of those who didn’t attend would be likely to attend if
they could get help on tutorial questions) and holding more championships.
19
Maths Arcades in action
Clockwise from top left:Sheffield
Hallam University, University
of Greenwich, University of
Greenwich, University of
Greenwich, Sheffield Hallam
University, University of Greenwich
and University of Bath
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University of Leicester ‘Maths Arcade’ – Student maths society involvement and plans for a competition
University of Leicester ‘Maths Arcade’
– Student maths society involvement
and plans for a competition
Jeremy Levesley
When the call came out for the Maths Arcade I contacted colleagues in the department
responsible for Learning and Teaching, and for Student Support, and also Greg Matthews, the
Chair of the Student Mathematics Society (SUMS). I asked them if they thought that the Maths
Arcade was a good idea, and the unanimous response was affirmative.
We have a ready-made machine for organising the playing of the games inside our House
System. The Department is divided into four houses Euler, Gauss, Newton, and Noether,
the purpose being to produce a small world feel for the students. Each house has a student
president and a staff head. All staff and students in the department are attached to one house,
staff being attached to the house of their personal tutees.
Various departmental activities and competitions are organised at the house level. The Maths
Arcade has been delivered through the House Hour, which happens fortnightly. In principle,
each house has around 120 students, and around 30 students typically attend the hour, which
has refreshments provided. The games have been brought along to the hour and staff and
students have played.
Having been one of the players I can say that it provides a nice even playing field in which staff
and students can compete. Students enjoy the opportunity of being better than staff, and we
enjoy the chance of being shown to be human!
The intention is that a small number of games will be used in an inter-house competition, with
house points being awarded to the winners (just as at ‘Hogwarts’). Students have been learning
the games during the spring term, and the competition will take place in the summer term.
The role of SUMS has been crucial in this. Greg and his colleagues have played a number of the
games to try to find ones which are appropriate for the House Hour and competition. They have
looked after the storage of the games and delivery to and from the House Hour. The running of
the competition is under their control.
There is mixed take up by staff of House Hours, and other personal tutor related activities. We
will discuss in Departmental Management Group the issue of making House Hour directed time
for staff with inclusion on the workload allocation model.
I will finish off with quotes from staff and students concerning the playing of the games:
•“The games were a good way of getting to know other students as well as lecturers and it was
fun thinking through the strategies of the games.” Lucy Harris, student
•“The games were given a good reception by students. By choosing games that no one had
seen before it meant that everyone was learning the games and developing their strategy at
the same time which resulted in lecturers and students learning from each other and neither
having a distinct advantage. The games allowed students to get to know lecturers in a more
informal way.” Greg Mathews, student
•“Thoroughly enjoyed playing the maths arcade games, a great collection of logical games that
I found are simple to understand but very challenging to master.” Chris Cuthbert, student
•“I thoroughly enjoyed playing against the students where they had as much chance of winning
as I did. It allowed for us to interact in a more relaxed but equally intellectual way. The games
were good too.” Jeremy Levesley, lecturer.
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University of Bath ‘MASH Cafe’ – Cross-disciplinary peer support and problem solving
University of Bath ‘MASH Café’ – Crossdisciplinary peer support and problem solving
Emma Cliffe and Jane White, MASH (Mathematics Resource Centre), University of Bath
Lisa Benjamin and Carol Lacey, University of Bath Students’ Union
MASH, the institutional Mathematics Resource Centre at Bath, in collaboration with the
Students’ Union (SU), set up the MASH Café in October 2011. MASH runs mathematics and
statistics drop-in support for all students each afternoon during term time. MASH also runs
drop-ins staffed by peer mentors for first year mathematics students and the SU organises Peer
Assisted Learning sessions within a variety of disciplines. The original Maths Arcade, in addition
to other aims, offered drop-in mathematics support. At Bath MASH already provided adequate
drop-in opportunities. However, we offered limited opportunities for students to develop their
problem solving skills. Offering strategy games in an informal café environment appeared to be
a context in which open ended problem solving and peer support might naturally arise. Hence
the MASH Café was set up to:
• provide opportunities for students to develop problem solving skills;
• encourage students to form cross-disciplinary peer support groups to support their
mathematical development.
To attract students across a range of disciplines the Café was held in the SU building and ran
5.30-7.00pm one evening a week. Two members of staff agreed to attend despite this falling
outside of office hours. It was hoped that senior students would eventually start to run the Café.
The Café was funded by a small National HE STEM Programme South West Spoke transition
grant which covered: strategy games chosen to promote problem solving; a storage box; table
cloths; refreshments; and, advertising.
The Café was attended by seven to twelve students (not always the same students) and three
staff each week. Asking attendees how we might attract other students highlighted timetabling
and communication difficulties with cross-discipline activities. The teaching day at Bath runs
8.15am-7.05pm (excepting Wednesday afternoon). Most students travel across the city each
day and students only came to the Café if it was shortly after a lecture and did not clash. We
also had no direct method of communicating with students; many attending had not noticed the
advertisements! Those attending felt the Café should run for a longer period on a Wednesday
afternoon. This would require students to take responsibility for running the Café and we hope
to trial this next year. A mailing list was set up and some attendees have agreed to play games
at a central location during Freshers’ week, advertising the Café and asking interested students
to sign up to the list.
The students who attended, as well as enjoying the games, did start to pose and try to answer
questions about strategies, algorithms and ideas behind game solving. Some games became
favourites for this such as Solomon’s Stones, Quarto, Quoridor and Hex. Individuals also
brought their own puzzles and games along as the Café offered the unique opportunity to play
with other like-minded people. Individuals and groups often spent the entire session attempting
to understand best gaming strategies and puzzle solutions. As a result, discussions focussed
on problem solving strategies, developing proofs and algorithms as well as learning and thinking
styles arose spontaneously.
Comments from attendees on why the MASH Café should run include: “fun games which make
you think!”; “fun, intellectually strenuous”; “unique and fun”; “social and problem solving
combined”; “it is a fun way to think about problems”. We hope that this early success will be
extended next academic year as we tackle the timetabling and communication difficulties.
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University of Nottingham ‘Puzzled’ sessions – Enhancing drop-in support, open days and community outreach
University of Nottingham ‘Puzzled’ sessions
– Enhancing drop-in support,
open days and community outreach
Sally Barton
At Nottingham we have a Teaching Officer who has a role in supporting the first year students
making the transition to university mathematics and this includes drop in sessions for first year
students. These sessions were reasonable well attended and a postgraduate student was
employed to supplement the support during the busier sessions. We were aware, however, that
the students who most needed to be there often didn’t come.
This year the School moved into its own building (having previously had offices across two
buildings and shared with physics and engineering). The new building had better provision for
student study areas and areas that were identifiable as ‘for mathematics students’.
We were successful in bidding for money from the university for promoting tutor group activity
and interactions between staff and students. The Head of School also requested that we
bid for strategy games to use with engineering students. The money was used to provide
two cupboards and a large variety of games. As well one in as Mathematical Sciences, a
cupboard plus games was sited in the Engineering and Science Learning Centre (which also
opened this year).
One drop-in session was moved to the undergraduate study area and has been reasonably
successful. The sessions were called ‘Puzzled’ and were advertised as:
New for academic year 2011: special ‘Puzzled’ drop in sessions will be running where you can
play puzzles. You can also bring maths problems that are puzzling you.
The hope that lecturers would make themselves available in Puzzled sessions during their office
hours has not happened with only two lecturers participating. We hope to change this next
year: the more that students see mathematical conversations happening between staff and
students, the more they realise that they too can ask questions.
The games were used and maths conversations were started (“can I ask you a question?”)
by students who had not attended the traditional drop in sessions. There was also interaction
between staff and second year students and between the year groups. Hopefully this aspect
will grow next year.
The games were also used at our open days. We have had games before but they usually are
not seen in the department from one open day to the next. It was good to introduce students
to, e.g., Quarto and say that they would get the opportunity to play again if they come to study
maths here. Indeed small Quarto sets have been purchased for tutor groups and we will be
holding a Quarto competition between tutor groups during induction week.
The engineering cupboard was not well used this year. This appears to be because it was not
in place until after the main welcoming activities had ended and the cupboard was kept locked
most of the time. This cupboard was used when we took part in the University of Nottingham
‘MayFest’. This is community open day; a Saturday when the local community are encouraged
to come onto campus for a range of activities. We were able to wheel the cupboard with the
games to the venue and use it to store surplus items (and coats and bags) during the day. With
games for all ages and logic puzzles, etc., we were busy all day. A parent was overheard saying
to children: “I know we could stay here all day but there other things to go and see”.
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Keele University ‘Maths Arcade’ – Plan of action for Mathematics Society involvement
Keele University ‘Maths Arcade’ – Plan of
action for Mathematics Society involvement
David Bedford
Over the last year the Department has encouraged students to form a Mathematics Society
to improve both the student experience and also the relationship between staff and students.
The intention was to have the Mathematics Society and staff organise drop in sessions where
staff and students could play and discuss the various games as well as the opportunity for
more general issues to be raised in a friendly and relaxed environment. This was going to
be introduced within the new mathematics workroom which was due to be completed by
Christmas 2011. Unfortunately a series of delays has resulted in this being pushed back to
September 2012. Nevertheless, the success of the Mathematics Society and the willingness of
staff to engage with the project mean that the Maths Arcade will commence in September 2012
with the new cohort of undergraduates.
Plan of Action
• Initial meeting arranged at the start of September with the new executive of the Mathematics
Society. Ideas to be discussed are:
o Possible competition/prize.
o Student volunteers from 2nd and 3rd years to supervise the sessions.
o Training for new Executive and student volunteers.
o Organisation of a launch event.
• Ideas and Feedback Forum on the VLE.
• Arrange regular (weekly/fortnightly?) sessions.
Evaluation
• Maintain a record of student engagement.
• Feedback questionnaires at the end of each Semester of the first year.
Further Development and Sustainability
• Embedding the roles of Maths Arcade supervision into the Executive of the Maths Society.
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Noel-Ann Bradshaw
This start-up guide is based on the experience of setting up the original Maths Arcade at the
University of Greenwich and focuses on practicalities.
Funding and purchasing of equipment
The initial University grant in 2010 was for £1,650. The appendix to this booklet contains a
list of all the games and puzzles that were bought initially at Greenwich as well as others that
have since been purchased or recommended. A mobile, lockable, storage cupboard was also
purchased from this funding to store and transport the games.
Rooming
Discussions on storing the cupboard and equipment, and the timetabling or rooming of sessions
need to be carried out as early as possible, depending on your situation. At Greenwich we were
initially allocated a classroom seating 56. In 2011 we were allocated a larger classroom with plenty
of circulation space and comfortable seating in the area outside to enable some of the games
to be played in a more relaxed environment. It is necessary for students to be able to sit around
tables and play the games; the Maths Arcade would not work in a fixed-seat lecture theatre.
Staffing
It is important to get the agreement and commitment of several members of staff and PhD
students to turn up each week. One of the main benefits of running the Arcade is to enable
staff-student interaction. Running a training workshop to show staff and PhD tutors the
importance and advantage of attending and enabling them to try out some of the games is a
good idea before the sessions actually start.
The Maths Arcade provides a good way to get to know a reasonable number of students well in
a short space of time so staff could be encouraged to use this as one of their office hours or as
a designated time and place to meet project students.
Advertising
Without promoting sessions well students are unlikely to turn up. Early promotion in the
induction week works best and continued mentions in lectures will encourage new members
each week. Incorporating some of the Maths Arcade games and puzzles into the start of term
induction activities is a good strategy. If you organise some sort of peer mentoring scheme
encourage mentors to arrange to meet their mentees there.
Weekly Operation
This needs commitment of a couple of members of staff to be there each week even if others
attend on a rota basis. You could provide weekly puzzles, perhaps as part of a competition. There
are many sources for puzzles including the Institute of Mathematics and its Applications website
and books by authors such as Henry Dudeney, Sam Lloyd, Martin Gardner and Ian Stewart.
It is useful to keep a list of those students who attend for evaluation purposes.
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Evaluating and feedback
It is useful to obtain written feedback on the Maths Arcade from those attending and not attending
the sessions. This can be done as a questionnaire or linked into existing Personal Development
Portfolio (PDP) or similar scheme. In the first year at Greenwich the most negative feedback was
that there were not enough sessions, these were not long enough and they might be better taking
place after rather than before lectures. Some students said they did not know what it was and
were really surprised to find they enjoyed it when they did attend and wished that it could have
been advertised more. There were no negatives comments concerning the content.
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Appendix
– List of games, puzzles and other resources
Noel-Ann Bradshaw
List of games and puzzles
This list is an indication of the games available at the Maths Arcade. We tried to get a number
of games that would be suitable for a group of students to play – particularly important at
the start. Some, such as Giant Blokus, have been particularly successful as students like to
watch even if they are not playing. We obtained some word games for students whose first
language is not English. This list is not a definitive list as it was bought under constraints of
time, money and University procurement policy. I would welcome suggestions for other items
([email protected]).
Abalone
2 player strategy game. The objective is to push six of the opponent’s
fourteen marbles off the edge of the hexagonal board following a set
of simple rules. A good game but you don’t want too many sets. Many
students like this.
Bananagrams
2-8 player word game. Using lettered tiles to spell words.
Good for international students if you can find a group of a similar ability to
play together.
Blokus 3D/
Blockus Giant/
Blockus Trigon
2-4 player strategy game. Involves placing polyomino-based tiles onto a
board to capture available space. Giant version is great for several students
to play and watch.
Callisto
2-4 player game. Looks bright and childish but students that have played
it have got a lot out of it. Easy to pick up but tricky to come up with the
best strategy.
Chaos
2 player strategy game. Involves stacking counters. Excellent strategy
game but hard to learn. Takes longer than other games once both players
understand the rules.
Gambit
2 player strategy game. Involves sliding rows of coloured tiles. Enjoyable
but not one of the most popular games.
Gobblet
2 player strategy game. Placing or moving already placed pieces, including
larger pieces covering smaller ones, to make a row of four on a 4x4 grid. A
good, easy to master, strategy game.
Gygès
2 player strategy game. The object of the game is to move a piece to your
opponent’s last row. The catch is no one owns the pieces.
Hex
2 player game said to be invented by mathematician John Nash. It can be
bought from Nestor Games (see below). Hex boards can also be made
relatively easily or can be played on paper. See boardgamegeek for paper grid.
Ingenious
1-4 player strategy game. Placing tiles on a board with a clever scoring
system. Good for strategy. Travel version is easier to play but full-size
version can be watched by more students.
Joggle
2 player strategy game. Dice-based placement of marbles on a board. First
to build a 6 marble rectangle wins.
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MiQube
1-4 players. It can be played by one player reassembling the cube or as a
board game encouraging strategic thinking. It encourages special thinking.
A good review on boardgamegeek:
http://boardgamegeek.com/thread/261372/review-miqube
Neuron
1-4 players. Similar to Tantrix but less complex rules. Aim is to make the
longest line of your colour.
Novem
2 player tactical game. Lots of game theory involved in this. One person
controls rows and the other columns and you try and capture tiles with the
highest value. Strategy involves trying to work out what your opponent is
going to do.
Pentago
2 player strategy game. Placing coloured marbles on a 6x6 board, the
quadrants of which can be rotated, to form five in a row. Rules are easy to
follow but the strategies take longer to assimilate. Excellent short game.
Pylos
2 player strategy game. Placing marbles to form a pyramid according to
simple rules. Whoever places the top marble wins. Best with players of
equal ability.
Q-bitz
2-4 player game. Three rounds based on speed, chance and memory.
Arrange mini-cubes to make patterns. Good for encouraging symmetric
visualisation.
Quads
magnetic
2 player game. The tiles have different combinations of colours or lines.
Players take turns placing a tile so that the colours or lines on each edge
match that of adjacent tiles. The player who stops his or her opponent from
being able to place a tile wins. Not played very much as yet.
Quarto
2-4 player strategy games. Object is to get a row of 4 pieces with the same
attribute. The catch is that your opponent chooses your piece for you.
Quirky
2-3 player strategy game. Uses coloured tokens to build equilateral triangles.
Not got the hang of this game yet! Instructions are not well-explained.
Quixo
2-4 player strategy game. Adding and shifting tokens to form five in a row.
Excellent strategy game that requires 100% concentration.
Quorridor
2-4 player strategy game. Each player aims to move a pawn to the other
side of the board but can place walls to obstruct their opponent. Good
for programmers.
Rubik’s cube/
Hollow cube/
Sudoku cube
The classic puzzle and variants. There are many books and websites
explaining how to explain Group Theory using a Rubik’s Cube.
Rubik’s 360
Puzzle. Involves changing the position of six coloured balls in a central
sphere to six coloured compartments in an outer sphere, by manoeuvring
them through a middle sphere that only has two holes.
Rubik’s magic
Rumis
Puzzle. Folding connected tiles to form a pattern.
2-4 player strategy game. Involves placing blocks onto a board as part of a
3D structure to capture available space. Not played much.
Rush Hour
1 or more player strategy game. The objective is to move a red car out of a
six-by-six grid by moving the other vehicles out of its way. There are many
variations on this including online versions and apps for iPads etc. Similar to
Red Donkey.
Saikoro
2 player game with lots of dice. Easy to earn and demonstrated on ‘Board
Games with Scott’. Involves finding a way of removing dice to trap your
opponent. http://www.boardgameswithscott.com/?p=84
Solomon’s
stones
2 player strategy game. A variant on Nim’s game. Excellent for
encouraging thinking and strategy and possibly not too difficult for the
more able to program.
Sprocket
2-4 player strategy game. Using rotor pieces to create gears and lugs. An
excellent strategy game once you have understood all the rules – not easy!
Square up
Like Sam Lloyd’s 15-puzzle. We have developed a program in Excel that
produces a random 5x5 grid as the provided 4x4 is too easy. This now
means that we can have 6 people play together with the program.
Stratum
2-4 player strategy game. Trying to cover the opponents’ pieces by placing
tiles. An excellent game for discussing what the best strategy is.
Sudoku cards
2-5 player strategy game. Involves placing numbered cards according to
sudoku rules.
Tantrix
1-4 player strategy game. Hexagonal tile-based placement. Good but hard
to teach complexities of rules and time consuming.
Totemland
2-4 player. Excellent strategy game. You build totem poles but you want to
have as many of your pieces on top at the end. The rules of placing pieces
make this harder than it seems. Excellent game.
Tower of Hanoi
The classic puzzle
The classic games Backgammon, Chess, Draughts, Go, Reversi (Othello), as well as playing
cards are available at the Arcade but are not described in the list above.
Other resources
There are several websites that I have found useful for sourcing games and finding out about
them although most of the above can be purchased via Amazon.
I recommend registering with BoardGameGeek.com for their reviews and files containing
English rules – necessary as often the translations provided are tricky to comprehend!
BoardGameswithScott.com is another interesting resource with video instructions for some games.
I have recently come across NestorGames.com which seems to have a good supply of unusual
strategy games. If you try any please let me know ([email protected]).
The article in this booklet by Louise Walker from the University of Manchester discussed the use
of iPads and recommends some apps.
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The Maths Arcade is an innovative activity involving
playing and analysing strategy games which aims
to simultaneously support struggling learners,
stretch more confident learners and encourage
the development of a staff-student mathematical
community. This booklet contains details of the
original Maths Arcade at Greenwich, including some
discussion of the advantages of running an Arcade,
and case studies from seven other Maths Arcades
since established at Manchester, Salford, Sheffield
Hallam, Leicester, Bath, Nottingham and Keele.
This work was supported by the Mathematical
Sciences HE Curriculum Innovation Project,
operated by the Maths, Stats and OR (MSOR)
Network as part of the Mathematical Sciences
Strand of the National HE STEM Programme. Find
out more at www.mathstore.ac.uk/hestem

Maths Arcade: stretching and supporting mathematical

Transcription

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